Noriko Iwashita

TL;DR: The authors reported on a large-scale study of the relationship between detailed features of the spoken language produced by test-takers and holistic scores awarded by raters to these performances and found that features from each category helped distinguish overall levels of performance, with particular features of vocabulary and fluency having the strongest impact.

TL;DR: This article examined the role of task-based conversation in second language (L2) grammatical development, focusing on the short-term effects of both negative feedback and positive evidence on the acquisition of two Japanese structures.

TL;DR: The authors found that task performance conditions in each dimension failed to influence task difficulty and task performance as expected, while task characteristics and performance conditions were associated with different levels of fluency, complexity, or accuracy in test candidate responses.

TL;DR: In this article, two coordinated exploratory studies into the nature of oral English-for-academic-purposes (EAP) proficiency have been conducted to examine field experts' rating orientations and the quality of test-taker discourse on two different Test of English as a Foreign Language™ (TOEFL®) task types at different levels of proficiency.

TL;DR: Peer Interaction and Second Language Learning as discussed by the authors synthesizes the existing body of research on the role of peer interaction in second language learning in one comprehensive volume and encourages researchers and instructors alike to take a new look at the potential of peer interactions to foster second language development.